Attending to a new ‘species’ of learners: Principles for facilitating youth learning

Abstract

Young people of Australia remain a prime focus for the future of Australia. The compelling urgency to prepare youth for a future of sustained economic and social capital is heightened by recent demands for skilled workforce as well as the demographic squeeze due to an aging population.

While government policies over the years have created pathways and programs for youth, the expected levels have not been achieved. Compared with other OECD countries, school completion rates in Australia have only marginally increased in the past 15 years. The Australian Industry Group (AIG) (2007, p.2) calls for 'qualitative change in existing schooling and training arrangements and resources…' In addition, a recent analysis of how young people are faring in Australia show that youth are not progressing as well as expected, asserting that youth engagement in education and employment has reached 'crunch time' (Dusserldorp Skills Forum, 2007; Australian Industry Group, 2007). What this means, from such economic perspective, is that without basic educational attainment, they will remain ill-equipped as important contributors to the workplace, society, and Australia’s national wealth. From a social perspective, the quality of life and aspirations of youth will fall short without adequate education and training.

There are several propositions about improving education, training, employment and life for youth, both in mainstream and academic circles. This article adds to that growing body of literature on enhancing youth learning. The authors contend that a set of principles for youth learners should be substituted for the adult learning principles (andragogy) that are widely used to facilitate youth learning.

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